Scholarly reflection
The sixth edition of Flinders D.J. & Thornton, S.J. (2022)’s Curriculum Studies Reader analyses the field of curriculum as a site of intellectual disputation and contention through the use of the ideas and positions that are often explored in part across the course. Additionally, in order to engage students, people can use either practical or psychological approaches that are set out by Shirley & Hargreaves’ Five Paths to Student Engagement. This essay will represent a critical review and a narrative of the two books in terms of how the writing is self-reflective about the authors themselves, and the expected standard of writing that graduate students achieve.
Step 1: An analys of the sources from the assigned readings
Week 2
Chapter 9: Objectives by W. James Popham (1972)
In “Objectives,” W. James Popham’s (1972) section thoroughly examines the importance of educational objectives in curriculum development. Through his article, Popham helps readers understand the different purposes for and difficulties in realizing the most important objectives (Popham, 1972, p.103). An important component of Popham’s article is his emphasis on the significance of the purpose of the statements and the requirement for them to be written in clear and precise language. Through his work on this matter, Popham correctly posits that the presence of well-reasoned and specific objectives is the variable which contributes the highest degree of accuracy toward the test results of the students’ learning (Popham, 1972, p. 105). The primary principle of professional assessments, according to Popoham, is the awareness of objectives, and he highlights the need to choose an assessment technique which measures the attainment of the stated goals (Popham, 1972, p. 110).
Although the chapter is aware of the complications associated with setting defined targets, especially goals on cognitive and affective domains (Popham, 1972, p. 106), it does not negate the fact that those can be generally attainable. The criticism also laments the weaknesses of the purpose-based design of curricula and asks for the need for more contextual and flexible models in curriculum design.
Introduction to part three (pp. 167-173)
The chapter in section 3 of The Curriculum Studies Reader, which is named “Critical Perspectives on the Curriculum”, very interestingly describes critical views of curriculum on the basis of theoretical approaches (Flinders & Thornton, 2017, p. 167). The authors, David J. Flinders and Stephen J. Thornton make a great contribution to other scholars within the field with their intricate knowledge of philosophy and key concepts of curriculum critique.
This point of the speech provides the advantage of the fact that the political and ideological nature of the curriculum is placed under consideration. According to Flinders and Thornton (2017), the curriculum is not unbiased or value-free as such. Still, it is rather a reflection of a particular social, cultural, and political structure existing in a nation at a given time (p. 16). Critical theory views curriculum as a site of contradiction along with other power relations. Thus, critical theory considers education as an arena where social and economic inequality can be entrenched and -at the same time- where these tensions can be subverted.
Finally, the importance of acknowledging the many factors and events that have most certainly played a role in the evolution of theory and practice will be highlighted. Through the lines of representatives such as Paulo Freire, Michael Apple, and Henry Giroux, whose work is traced to the genesis of critical curriculum studies, the editors have enriched the historical section of the work. This has augmented the comprehension of the evolution processes and diversity of the essential perspectives (Flinders & Thornton, 2017, p.169). This contextual appreciation is necessary for the active involvement with the curriculum, as well as for the contemplation of its relevance to creating a more just and equal society.
Week 13
Chapter 1: From Achievement to Engagement: Two Ages of Educational Change (pp. 21-42)
In the opening chapter of “Five Paths to Student Engagement,” titled “From Achievement to Engagement: In the article titled “Two Ages of Educational Change”, Kathleen Cushman and Barbara Cervone (2010) authors, the authors provide a cognitive-provoking examination of the shifting priorities and approaches in education by decades. This chapter depicts the historical transformation from the only achievement student to a more multidimensional one who is as engaged as possible in various activities. The shift has the drawback of dozens of challenges and implications.
A major advantage of this chapter is the succinct and perceptive examination of the relationship between the “Achievement Age” and the “Engagement Age” paradigms for education. Cushman and Cervone (2010) meticulously show us how, for John Dewey, the emphasis should be placed on standardizing scores and academic achievements, sometimes at the cost of having students fully grasp and master the material while also growing into complete and balanced individuals (pp. The action to the contrary, the authors do a great job in the fact that the relevance of student participation is highly regarded not only in the field of academia but also in areas of social, emotional and behavioural development (Cushman & Cervone, 2010, p. 27).
Chapter 2: Theories of Engagement and Motivation: From Maslow to Flow (pp. 48-68- Up to “Expectancy-Value Theory)
Chapter 2 of “Five Paths to Student Engagement,” titled “Theories of Engagement and Motivation” ” in the article by Cushman and Cervone (2010), provides a detailed analysis of such theories that gives a good idea about students’ minds. Their behaviours The article is entitled ” From Maslow to Flow,” a good example is flow theory (Cushman & Cervone, 2010, p. 48). The chapter develops on Maslow’s hierarchy of needs, self-determination theory and flow theory in order to reveal the factors contributing to student engagement, in addition to the necessary conditions created for the highest level of learning.
One of the comparative traits of this reading is the authors’ capability to permit the different theories appropriately. In the pursuit, they provide the history of the idea, starting from Maslow’s humanistic theory to the more recent theories about what motivates a learner, including the increasing orientation on internal factors which help the learners to stay attentive and committed (p. 4). 53). Such an example is the comprehensive description of the base theory of student engagement that helps readers to have a sufficient understanding at the initial stage.
The authors’ deep analysis of self-determination theory (SDT), on the other hand, is the part that kept me the most engaged and entertained. The chapter’s illustration of the ways autonomy, competency, and relationships can be facilitated within the large frame of education is an excellent piece of advice for educators whose mission is to create an atmosphere of engagement in their schools. Such an innate close to extrinsic motivation issues corresponds to the general view of an achievement-based education system.
Step 2: A synthesis of the readings with each of the three text books
The synthesis of the readings from week two and week 13, along with the provided book, “Rethinking Educational Objectives: A Theme Can be Picked Out with Respect to Curriculum Development and Leadership, “A Critical Perspective” by Muhammad (2023). In week 2, Popham James’ (1972) chapter ” Objectives” raises the issue that educational objectives need particularly to be detailed in the curriculum design (Popham, 1972, p. 105). It draws a parallel between the assessment systems and the program objectives. It brings out the need to align assessment tools with the featured objectives to identify students’ learning levels through accurate assessment (Popham, 1972, p. 110). Despite that, there are criticisms to reach up to the point these need to be revised to involve a wider context and flexible curricula (Mahmud, 2023, p. 147). Part three of “The Curriculum Studies Reader” tackles critical perspectives on curriculum. It highlights how deeply political and ideological curriculum is while also representing how the structure and nature of society is a reflection of its curriculum. Through it, historical and theoretical concepts are portrayed that are significant for understanding the essence of curriculum evaluation (Flinders & Thornton, 2017, p. 169). Because Muhammad has already tied these points back to his position that education should revolve around stories and storytelling, this indicates that the process should follow a holistic approach which should consider both divergent perspectives and encourage participation. Apart from that, the simile used between curriculum development and artistic creation accentuates the dynamic and creative characteristic of curriculum designing (Muhammad 2023, p.176). Finally, the barrier to implementing culturally and historically based teaching and learning, as shown in “UNEARTHING JOY,” shouldn’t stop people as they aim to lead the way and guarantee environments that propel students’ achievements (Muhammad, 2023, p. 176).
Educational objectives for proper curriculum and assessment, according to Popham in “The Curriculum Studies Reader”, have to be expressed clearly and must also be measurable. Whilst that is a great concept which is logical to many professionals, the development process is often not an easy task due to the complexity involved. The Part Three introduction emphasizes education reform as a political and ideological activity that takes place in the curricula as a field of contest. In chapter one, Cushmann and Cervone have demonstrated the historical transition from the achievement goal framework into the instead engagement goal framework, though detail at the level of the hands-on is missing. The writings tend to present motive theory. For example, self-determination theory is an add to understanding; they could have discussed contextual factors and research evidence more comprehensively. In brief, these excerpts provide a wide-range analysis of significant issues pertaining to curricula; these will be covered more in-depth in future work.
The guide gives a thorough review of “Five Significant Student Engagements”, the transition from a “Time of Achievement” to a “Time of Engagement” in education. Popham drives home the point that output goals should be well-defined and objective-oriented, to begin with so that any subsequent evaluation will be done efficiently and effectively. In part 3, the introduction attains that the courses are not neutral matter, but they take up the sociopolitical nature, making the critical analysis important. The beginning of this chapter shows the role-play of the past by moving from the importance of grading to the interest in the involvement of students in academic, social and emotional entities. Motivation and engagement then constitute as Chapter 2’s main topics, Countering the hypothesis of Maslow, ultimately ending up with quite a fascinating one: flow theory. The studies that are sources of these theories, although practical, might be made stronger by the discussion of the practical challenges and strategies for putting this engagement-focused approach to life.
References
Flinders, D. J., & Thornton, S. J. (Eds.). (2021). The curriculum studies reader. Routledge. Pinar, W. F. (2012). What is curriculum theory? (2nd ed.). Routledge.
Shirley, D., & Hargreaves, A. (2021). Five paths of student engagement: Blazing the trail to learning and success. Bloomington, IN: Solution Tree Press. Dewey, J. (1938). Experience and education. Macmillan.
Muhammad, G. (2023). Unearthing joy: A guide to culturally and historically responsive curriculum and instruction. Scholastic.